Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. In identifying academic vocabulary for instruction teachers must remember that not all terms are of equal importance.
Some terms are critically important. Some terms are useful but not critical. Some terms are interesting but not useful.
Why teach Academic Vocabulary?
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms. When students understand these terms, it is easier for them to understand the information they will read and hear in class.
ELL Students and Academic Vocabulary Marzano and Pickering (2005), emphasize the importance of teaching ELL academic vocabulary in a systematic approach. They suggest that vocabulary programs that emphasize high-frequency terms fail to provide the background knowledge needed for student success in the content areas. Students learn high-frequency words through wide reading of fiction and informational text.
Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. In identifying academic vocabulary for instruction teachers must remember that not all terms are of equal importance.
Some terms are critically important.
Some terms are useful but not critical.
Some terms are interesting but not useful.
Why teach Academic Vocabulary?
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms. When students understand these terms, it is easier for them to understand the information they will read and hear in class.
ELL Students and Academic Vocabulary
Marzano and Pickering (2005), emphasize the importance of teaching ELL academic vocabulary in a systematic approach. They suggest that vocabulary programs that emphasize high-frequency terms fail to provide the background knowledge needed for student success in the content areas. Students learn high-frequency words through wide reading of fiction and informational text.